Teachers' ICT skills for pedagogical integration in a developing country [electronic resource] : discripancy [sic] between policy and practice / Ismail Luwangula.

Format:

Book

Author/Creator:

Luwangula, Ismail.

Language:

English

Subjects (All):

Information technology--Study and teaching--Developing countries.

Information technology.

Physical Description:

xiii, 103 p. : ill. (some col.)

Edition:

1st ed.

Other Title:

Teachers' ICT skills for pedagogical integration in a developing country : discrepancy between policy and practice

Place of Publication:

Hamburg : Anchor Academic Pub., 2013.

Language Note:

English

Summary:

Developing countries try their best to articulate good policies but, many times such policies are not well implemented for various reasons. This book presents a typical example of discrepancy between policy and policy implementation in East Africa's third largest economy that is based on empirical evidence. Moreover, the book clearly highlights the intensions of the country's policy on ICT in education, examines the attempts to implement the policy, and evaluates the impact of such an implementation. Biographische Informationen Luwangula Ismail obtained his first degree in education from Makerere University in Uganda in 2005. He taught for exactly five years in several schools around the country. As he was dissatisfied with the practices of education managers around the country, he was agitated to understand education management theory at an advanced level in order to positively influence education management practices. In 2010, the author enrolled for a masters program in education management with an orientation towards education leadership and policy at the East China Normal University. He graduated in 2011. Now, the author is actively involved in education entrepreneurship and management, and further, he successfully manages Malongo ARK - PEAS High school.

Contents:

Teachers' ICT Skills for Pedagogical Integration in a Developing Country

ABSTRACT

Table of Contents

Acknowledgement

Acronyms

Chapter 1: Research Overview, the Problem and Research Methodology

1.0 Introduction

1.1 Background of the Study

1.2 Problem Statement

1.3 Research Questions

1.4 Justification

1.5 Scope of the Study

1.6 Purpose of the Study

1.7 Specific Objectives

1.8 Methodology

1.9 Definition of Terms

Chapter 2: Review of Related Literature

2.0 Introduction

2.1 Initiatives for Equipping Teachers with ICT for Pedagogical Integration in Uganda

2.2 ICT Policy Debate in Teacher Education

2.3 Knowledge needed by Teachers for successful Integration of ICTs in Education

2.4 The Interplay between Politics, Policy and ICT Policy Implementation in Uganda

Chapter 3: The Policy for ICT in Education and the Education Sector Strategic Plan 2007-2015

3.0 Introduction

3.1 The Education Sector ICT policy

3.2 The Education Sector Strategic Plan (ESSP) 2007-2015

3.3 Conclusion

Chapter 4: Presentation and Interpretation of Results from the Questionaire Survey

4.0 Introduction

4.1 Demographic Information

4.2 The Status of Teachers ICT Knowledge and Skills

4.3 Training teachers in ICT: Initiative, Strategy and Practices

Chapter 5: Discussion of results, Conclusions and Recommendations

5.1 Discussion of Results

5.2 Conclusions

5.3 Recommendations

6.0 Limitations of the Research

References

Appendices

Appendix A: Questionnaire to teachers

Appendix B: Chi-square test for status of ICT training and level taught

Appendix C: Chi-square test for status of ICT training and gender

Appendix D: Chi-square test for status of ICT training and gender at different levels taught.

Appendix E: Chi-square test for status of ICT training and year of completion

Appendix F: Targets and time Scales for implementing the ICT policy in Education

Appendix H: Map of Uganda showing the location of Jinja

Appendix I: List of Schools in Jinja Municipality.

Notes:

"Disseminate knowledge"--Cover.

Includes bibliographical references.

OCLC:

854977217